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      Contributions of a blended learning based on peer evaluation for teaching drug-drug interactions to undergraduate pharmacy students

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          Abstract

          Background

          Numerous studies have pointed out the need for better training of healthcare professionals in drug-drug interactions management in order to minimize adverse drugs reactions impacts on patients. The aim of this study was to evaluate the benefits of a blended learning strategy based on peer evaluation (PE) for teaching drug-drug interactions to undergraduate pharmacy students.

          Methods

          Third-year pharmacy students ( n = 72) from the University of Limoges were involved in a hybrid teaching using the Moodle platform (2.9 version). After the theoretical lectures, an online activity was proposed to students. Each student submitted a report addressing a clinical case for peer evaluation. Students evaluated the pedagogical approach using an online survey. Quantitative benefits were assessed from students randomly assigned into two groups: PE in pharmacodynamics items (PE-PD) or PE in pharmacokinetics items (PE-PK). During this activity, three marks were given: one from peers for their evaluation work and two from teachers for oral group presentation of the clinical cases and for the final written examination. Statistics were performed using two-tailed unpaired t-test and significance was set for p < 0.05.

          Results

          Only a few students ( n = 14, 20.6%) were aware of the peer evaluation principle and even less, only one student (n = 1, 1.5%), had already encountered it. Students considered that they benefited from this evaluation ( n = 65, 95.6%); from their work being reviewed ( n = 62, 91.2%) and that they participated in improving their classmates understanding ( n = 59, 86.8%). Peers’ allocated marks were similar in the two PE groups (PE-PD = 17.4 ± 1.4; PE-PK = 17.3 ± 1.4). Teachers’ marks for oral presentation were significantly lower for pharmacodynamics than for pharmacokinetics items (PE-PD = 15.2 ± 1.2; PE-PK = 16.1 ± 2.1; p < 0.05). The final examination marks were equivalent in both groups (PE-PD = 11.0 ± 2.1; PE-PK = 11.2 ± 1.9).

          Conclusions

          Besides the fact that a major short-term quantitative improvement was not detected, our teaching approach was qualified as being a positive and stimulating learning tool by students.

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          Most cited references 7

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          The history of the peer-review process.

           Ray Spier (2002)
          The peer-review process is a turf battle with the ultimate prize of the knowledge, science or doctrine being published. On the one side, we have the writers and originators of ideas, on the other, we have the editors and critics. But it was not always so.
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            Peer Assessment

             Keith Topping (2009)
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              The use of scoring rubrics for formative assessment purposes revisited: A review

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                Author and article information

                Contributors
                0033 5 19 56 42 45 , roland-fabrice.lawson@unilim.fr
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                19 November 2019
                19 November 2019
                2019
                : 19
                Affiliations
                [1 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Département de pharmacologie, , Univ. Limoges, Faculté de Pharmacie, ; Inserm U1248, F-87000 Limoges, France
                [2 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Faculté de Pharmacie, , Université de Limoges, ; 2 rue du Dr Marcland, 87025 Limoges, France
                [3 ]ISNI 0000 0001 1486 4131, GRID grid.411178.a, CHU Limoges, Centre régional de pharmacovigilance, de pharmaco-épidémiologie et d’information sur les médicaments, ; F-87000 Limoges, France
                [4 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Service commun d’ingénierie pédagogique (UL Community), , University of Limoges, ; F-87000 Limoges, France
                [5 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Département de chimie organique et thérapeutique, , Faculté de Pharmacie, , University of Limoges, ; F-87000 Limoges, France
                [6 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Département de pharmacologie, Faculté de Médecine, , University of Limoges, ; F-87000 Limoges, France
                [7 ]ISNI 0000 0001 2165 4861, GRID grid.9966.0, Département Universitaire d’Enseignement Numérique en Santé (DUENES), Faculté de Médecine, , University of Limoges, ; F-87000 Limoges, France
                Article
                1867
                10.1186/s12909-019-1867-5
                6862800
                31744484
                © The Author(s). 2019

                Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.

                Funding
                Funded by: University of Limoges
                Funded by: The region Nouvelle Aquitaine
                Categories
                Research Article
                Custom metadata
                © The Author(s) 2019

                Education

                drug-drug interaction, adverse drug reaction, moodle, peer-evaluation, blended learning

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